Table 3.
Results of hierarchical linear model to the low SES Hispanic Latino preschool children with or without modeling floor effects.
| Parameter estimates and standard errors | Dependent variable | |||||
|---|---|---|---|---|---|---|
| PPVT-4 | EVT-2 | |||||
| Multilevel model floors ignored | Robust standard error | Multilevel model floors considered | Multilevel model floors ignored | Robust standard error | Multilevel model floors considered | |
| FIXED EFFECTS | ||||||
| Intercept | 35.97* | 35.97* | 36.93* | 1.62 | 1.62 | 0.51 |
| (SE) | (13.46) | (14.54) | (15.42) | (3.10) | (3.13) | (2.84) |
| Level-1 Pretest (γ10) | 0.98* | 0.98* | 0.98* | 0.83* | 0.83* | 0.82* |
| (SE) | (0.01) | (0.01) | (0.01) | (0.03) | (0.03) | (0.04) |
| Level-1 Age (γ20) | −0.01 | −0.01 | −0.01 | −0.002 | −0.002 | −0.01 |
| (SE) | (0.02) | (0.02) | (0.02) | (0.05) | (0.04) | (0.04) |
| Level-1 Gendera (γ30) | −0.004 | −0.004 | −0.004 | −0.45 | −0.05 | −0.03 |
| (SE) | (0.02) | (0.02) | (0.02) | (0.04) | (0.04) | (0.04) |
| Level-1 Bilingualb (γ40) | −0.04 | −0.04 | −0.04 | −0.05 | −0.05 | −0.05 |
| (SE) | (0.03) | (0.02) | (0.03) | (0.06) | (0.06) | (0.06) |
| Level-1 Ethnicityc (γ50) | 0.003 | 0.003 | 0.003 | −0.02 | −0.02 | −0.02 |
| (SE) | (0.02) | (0.01) | (0.01) | (0.04) | (0.04) | (0.05) |
| Level-1 Attendance (γ60) | 0.02 | 0.02 | 0.02 | 0.01 | 0.01 | 0.01 |
| (SE) | (0.02) | (0.02) | (0.02) | (0.04) | (0.04) | (0.05) |
| Level-1 preLAS® English (γ70) | 0.000 | 0.000 | 0.000 | 0.05 | 0.05 | 0.04 |
| (SE) | (0.02) | (0.02) | (0.02) | (0.05) | (0.04) | (0.05) |
| Level-1 preLAS® Spanish (γ80) | 0.001 | 0.001 | 0.002 | −0.01 | −0.01 | −0.01 |
| (SE) | (0.02) | (0.02) | (0.02) | (0.05) | (0.04) | (0.05) |
| Level-2 School districtd (γ01) | −0.70 | −0.70 | −0.73 | −0.58 | −0.58* | −0.54 |
| (SE) | (0.46) | (0.37) | (0.39) | (0.39) | (0.25) | (0.23) |
| Level-2 Intervention (γ02) | 0.24 | 0.24 | 0.25 | 0.40 | 0.40* | 0.41* |
| (SE) | (0.25) | (0.22) | (0.24) | (0.21) | (0.19) | (0.19) |
| Level-2 Teacher's primary languagee (γ03) | −0.59* | −0.59* | −0.60* | −0.35 | −0.35 | −0.31 |
| (SE) | (0.28) | (0.23) | (0.24) | (0.22) | (0.23) | (0.22) |
| Level-2 Years of teaching (γ04) | −0.81* | −0.81* | −0.81* | −0.44 | −0.44 | −0.39 |
| (SE) | (0.40) | (0.40) | (0.41) | (0.32) | (0.40) | (0.40) |
| Level-2 Years of teaching in PreK (γ05) | −0.22 | −0.22 | −0.23 | −0.52 | −0.52 | −0.57 |
| (SE) | (0.34) | (0.41) | (0.42) | (0.29) | (0.31) | (0.33) |
| Level-2 University reading credits (γ06) | 1.11* | 1.11* | 1.14* | 0.86* | 0.86* | 0.87* |
| (SE) | (0.40) | (0.37) | (0.39) | (0.30) | (0.34) | (0.32) |
| Level-2 Professional development (γ07) | 0.03 | 0.03 | 0.06 | 0.63 | 0.63* | 0.57 |
| (SE) | (0.45) | (0.39) | (0.40) | (0.37) | (0.27) | (0.26) |
| RANDOM EFFECTS | ||||||
| Level-1 Residual Variance (σ2) | 0.06* | 0.06* | 0.06* | 0.29* | 0.29* | 0.32* |
| (SE) | (0.01) | (0.01) | (0.01) | (0.04) | (0.05) | (0.05) |
| Level-2 Residual Variance (τ 00) | 0.23 | 0.23 | 0.19 | 0.46 | 0.46* | 0.48* |
| (SE) | (0.39) | (0.34) | (0.37) | (0.25) | (0.20) | (0.20) |
PPVT-4, Peabody Picture Vocabulary Test (4th ed.); EVT-2, Expressive Vocabulary Test (2nd ed.).
The significance level is set at p < 0.05 (two-tailed).
The reference group for gender is female (coded 0).
The reference group for bilingual is non-bilingual (coded 0).
The reference group for ethnicity is Native American (coded 0).
The reference group for school district is school district A (coded 0).
The reference group for teachers' primary language is English (coded 0).
Bold and italic values indicated a contrast of significant effects to non-significant effects when floor effects were addressed regarding the intervention effects which is the target research interest in the empirical study.